Summer Outdoor & Alternative Environment Physical Education

Curriculum guideline

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Course
SPSC 1318
Discontinued
No
Course code
SPSC 1318
Descriptive
Summer Outdoor & Alternative Environment Physical Education
Department
Sport Science
Faculty
Science & Technology
Credits
3.00
Start date
End term
Not Specified
PLAR
No
Semester length
Number of weeks vary depending on condensed format
Max class size
24
Contact hours

60 total contact hours. Hours per week will depend upon condensed format for the semester or program. 

Method(s) of instruction
Seminar
Field Experience
Other
Learning activities
  • Experiential learning
  • Discussion Groups 
  • Practical applications and experiences
  • Field observation
  • Peer-led / Peer Teaching
  • Problem-based
  • Place-based

 

Course description
In this applied course, students participate in, plan and implement a variety of aquatic and land activities appropriate for elementary and high school students during late spring, summer, and early fall. Topics include risk assessment and management, organizational factors, environmental ethics, outdoor aquatic and land-based activities, and use of different pedagogical strategies. The students will utilize experiential education processes to link alternative environments to other curricular areas. An overnight trip is planned for this class. This course satisfies the Alternative Environment Applied Methods BPEC graduation requirement.
Course content

1. Outdoor and alternative environment settings

1.1 aquatic settings

1.2 land-based settings

1.3 seasonal considerations

1.4 school-based alternatives

2. Risk management

3. Physical literacy and dynamic system considerations in alternative environments

3.1 individual dimensions: affective, cognitive and psychomotor

3.2 task and complexity structure

3.3 environmental considerations

4. Lesson and unit planning for outdoor and alternative environment settings

4.1 safety considerations

4.2 transportation planning

4.3 learning outcomes

4.4 equipment needs

4.5 planned activities

4.6 linking outcomes to BC Ministry of Education’s core competencies and other curricular areas

4.7 assessment and evaluation strategies

4.8 budgeting

5. Practical topic selection will depend on instructor experience, student experience, and availability of resources. The following list is a sample of possible alternative environment activities wherein students will participate as teachers and students with the aim of implementing the knowledge and skills of effective outdoor education in a safe and exciting context.

5.1 Land-based examples

5.1.1 hiking

5.1.2 backpacking

5.1.3 rock climbing

5.1.4 camping

5.1.5 orienteering

5.1.6 outdoor cycling

5.1.7 high/low ropes course

5.1.8 horseback riding

5.1.9 caving

5.2 Water-based examples

5.2.1 windsurfing

5.2.2 rowing

5.2.3 kayaking

5.2.4 sailing

5.2.5 waterskiing

5.2.6 canoeing

5.2.7 survival techniques

5.2.8 snorkeling

5.2.9 rafting

5.3 Culturally relevant activities

5.3.1 historical significance

5.3.2 related to “Place”

6. Instructional Strategies

6.1 alternative teaching approaches

6.2 incorporation of cooperative, inquiry, personal and social responsibility models of instruction

6.3 class management strategies

6.4 developmentally appropriate technical progressions

6.5 principles of effectively planning curriculum for classes according to seasonal activities

Learning outcomes

Upon successful completion of the course, students will be able to:

1. Design an outdoor activity lesson including the following components:

1.1       risk management and safety considerations

1.2       learning outcomes

1.3       equipment needs

1.4       planned activities

1.5      assessment and evaluation considerations

2. Analyze and observe outdoor or alternative environment plan/organization with regard to:

2.1       risk management and safety considerations

2.2       learning outcomes

2.3       equipment needs

2.4       planned activities

2.5       assessment and evaluation options

2.6       participant affective domain

3. Demonstrate satisfactory supervisory skills during outdoor and alternative environment activities

3.1       utilize teaching models related to personal and social responsibility, cooperative learning and inquiry-based learning. 

4. Identify a number of relevant outdoor and alternative environment locations and organizational resources available for the relevant age group of teacher’s students.

5. Demonstrate basic personal movement competence in the chosen activities

6. Identify through an “ethics of care” appropriate environmental concerns and demonstrate low environmental impact strategies

Means of assessment

Evaluation will be carried out in accordance with Douglas College policy. The instructor will present a written course outline with specific evaluation criteria at the beginning of the semester. Evaluation will include the following:

  1. Professionalism and Personal Movement Competence (10% to 20%)
    • observation, demonstration, preparatory and in-class work.
  2. Activity  Knowledge (15% to 30%)
    • quizzes, midterm, report, or presentation.
  3. Risk Management and Planning ability (25 to 40%)
    • quizzes, final exam, report, or presentation.
  4. Instructional Knowledge and Skill (15 to 25%)
    • creation of resource manual, lesson plan, activity outline, demonstration of instructional skills.
Textbook materials

Consult the Douglas College Bookstore for the latest required textbooks and materials. Supplementary materials (i.e., article readings) or a Coursepack for SPSC 1318 may be required. Depending on the activity involved, students may incur a cost associated with transportation and/or equipment requirements for the course.

Which prerequisite

None